Human Development Ch5

Scheme

Organized ways of making sense of experience/learning that change with age.

First Scheme

sensorimotor action patterns(dropping a toy & watching w interest)

Later Schemes

evidence of thinking before acting

Newborn reflexes

Building blocks of sensorimotor intelligence, occurring from birth to 1 month.

Intentional Behavior

Goal-directed behavior to solve simple problems, typically seen in children aged 8-12 months.

Mental Representation

Babies learn to picture things in their mind; internal depictions developed between 18 months and 2 years.

Deferred imitation

Ability to remember and copy behaviors of a model not present.

Object permanence

Understanding that objects continue to exist even when they cannot be seen.

Deferred imitation

remembering and copying absent behaviors of a model not present.

Inferred imitation

requires inferring others intentions, when babies imitate intentional behavior over unintentional behaviors

Displaced reference

Realization that words can cue mental images of things not present, emerging around the first birthday.

information is held for processing in 3 different areas

Sensory register, short term memory, long term memory

Sensory register

Sights and sounds represented directly and stored briefly.

Working memory

Number of items that can be held briefly in the mind while engaging in monitoring or manipulation.

Central executive

Directs the flow of information, coordinating incoming info with existing info.

Executive function

Cognitive operations and strategies that help us achieve goals in cognitively challenging situations.

Infantile Amnesia

Inability to recall events prior to age 2 or 3.

Possible causes of infantile amnesia

-brains hippocampus integrating new neurons with existing neural circuits is believed to disrupt already stored memories

-Lack of clear self image

-Lack of language/theory of mind

Vygotsky’s sociocultural theory

Cultural knowledge is transmitted from elders to the younger generation through socialization.

Scaffolding

Adjusting teaching to fit children's specific needs, promoting learning at all ages.

Zone of proximal development

Tasks too difficult for a child to do alone, but possible with help from a skilled partner.

Development quotient (DQ)

Assessment that examines development rather than intelligence in children; emphasize perceptual & motor responses

what can parents do to encourage early language progress

headstart programs &b reading & talking

in home interventions for at risk infants/toddlers

done at home by a skilled individual

Center based interventions for at risk infants/toddlers

children go to an organized in person preschool program

Early head start benefits

leads to warmer, more stimulating parenting, reduction in harsh discipline, gains in cognitive & language development, & lessening of child aggression

Cooing

Vowel-like noises made by infants.

Babbling

Combination of vowel and consonant sounds produced by infants.

Underextension

Applying a word too narrowly to a smaller number of objects or events than appropriate.

Overextension

Applying a word too broadly, as in saying 'open' for an orange when meaning slicing/peeling.

Telegraphic speech

Two-word utterances in which babies leave out less important words.

Referential style

Vocabulary consisting mainly of words that refer to objects; using words like dog, ball, car

Expressive style

Vocabulary where toddlers talk more about themselves, using pronouns and social formulas; I want the toy, done

Infant-directed speech

The way adults speak to babies, characterized by high pitch, smiley tone, and repeated phrases.